Methodology

Speaking/Spoken Interaction

I can evaluate and select creative speaking and interactional activities.

Teaching storytelling

Heathfield, D. Personal and creative storytelling: telling our stories / D. Heathfield // Creativity in the English language classroom. – London: British Council, 2015. - PP.44-50.

Writing/Written Interaction

I can evaluate and select a range of creative writing activities.

Word cloud "Creative writing - fiction"

Listening

I can design and select different creative activities.

Jack London "The Story of an Eyewitness"

The_Story_of_an_Eyewitness_-_By_Jack_London.mp3

Learning activities: something different // Bringing creative teaching into the young learner classroom. – Oxford: OUP, 2010. – PP. 37-38.

Reading

I can evaluate and select creative reading activities:

Change the speaker: use the children's voices.

Propose your ending of the story.

Text "At school again"

Summer is over and it is autumn again, beautiful as ever. Even if you are no artist at all you can see its beauty. It is a season when the trees are simply fantastic — yellow, red, green and brown, not just one brown, but browns of all possible shades: light brown, dark brown, yellowish brown and all of a richness that only an artist can see and describe.

Victor is back in Vorontsovo. He has just come but his thoughts are still in Kiev where the autumn is so beautiful.

This is not his first visit there. He has already been to Kiev and he has learnt its streets, roads, parks, theatres, cinemas and old and new beautiful buildings. He easily recognizes the streets, buildings, buses, parks and the noise. Noise is everywhere.

Now he is with his classmates and the usual talk begins.

"Hallo, Victor!"

"Hallo, Pete."

"I am very glad to see you again. How is everything?"

"Thank you, fine."

"Now tell me, where have you been all the time? I haven't seen you for ages and you haven't written a word. Did you go anywhere?"

"Certainly, I did. I have just come back from Kiev."

"How did you like it? Is it a good place to go to?"

"Splendid! You must go there some day, too."

"I certainly shall. And I shall write letters to you as I know you like to get letters."

Personal map: sensations

Grammar

I can evaluate and select creative grammatical exercises.

Word/letter game

Ann from Ancient Aberdeen Acted with Apricots.

Burrows, P. A Creative Approach to Teaching Grammar. – London: Bloomsbury Education, 2014. – 100 p.

Vocabulary

I can evaluate and select creative activities which help learners to learn vocabulary.

Word picture

Making up poems

"What's in my head? "

In it there is a lipstick, a brush and a mirror

there are some papers,

and there is a bottle of parfume.

Culture

I can evaluate and select a variety of texts and activities to make learners aware of the interrelationship between culture and creativity.

Rob Gonsalves "Unfinished Puzzle "

Open questions to initiate dialogue:

What title would you give this work?
How do hope other people feel when they look at this picture?
If you could make this picture, what would you do differently?
Imagine going for a walk inside the painting. What might you see at the missing extract?

Creativity

− I can evaluate and select a set of special creativity facilitating methods (of problem finding, idea producing, analytical and complex groups) in order to encourage learners to develop their creative potential.

Постановка питань на основі таксономії Блума

Six thinking hats

Topic "Youth culture".

Discussion:

Youth subcultures: what you need to know.

Is it easy to be young?

four_hats_role_cards.pdf

Using the Six Hats in Your Classroom.pdf

Making acronyms

T = Truthful

E = Encouraging

A = Available

C = Creative

H = Hopeful

E = Enthusiastic

R = Ready

Mind maps

J.K. Rowling "Harry Potter"

Rudyard Kipling "Six honest serving- men"

I can provide a creative learning environment (which comprises physical, psychological, virtual and biological spaces).

The creative learning environment in my place of work comprises the physical space (flexible furniture, materials, microclimate conditions, but it is not equipped enough for learning or creative processes). I don't have a single classroom. So the best I can do is to rearrange seating each time pupils enter the next room. Unfortunately classrooms aren't equipped with the computers, projectors or smart board. Only one thing I can use during the lessons is a TV set or my own notebook. Also I can work in a Computer Room which is equipped enough for learning or creative processes.

The psychological space (support personal interests, ask questions, encourage emotional answers, create playful atmosphere). Creating a positive learning environment in the classroom allows students to feel comfortable, safe and engaged – something that all students deserve.

The virtual space (I can use e-learning technologies working only in the Computer room) and the biological space (use multimodal approach, provide time flexibility for my learners).

Dyslexic learners in the EFL classroom

I can establish creative partnerships between my school and outside organisations or/and individuals.

We want to collaborate with the Creativity Guru,Dr. R. Keith Sawyer, the Morgan Distinguished Professor in Educational Innovations at the University of North Carolina in Chapel Hill. He is one of the world’s leading scientific experts on creativity. His 2007 book GROUP GENIUS shows us how to be more creative in collaborative group settings, how to change our learning for the better, and how to tap into our own reserves of creativity.

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